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Discovering and Developing Talents in Diverse Gifted Students, through Science Hands –On Learning. At the Universidad de los Niños we apply specialized strategies to develop the programs needed to nurture gifted Mexican children. We initiated and developed programs that expose the students to experiences not commonly found in regular schools. At the Universidad de los Niños we apply specialized strategies to develop the programs needed to nurture gifted Mexican children. We initiated and developed programs that expose the students to experiences not commonly found in regular schools.

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The environment is supportive and relaxed Specifically, we provide a learning and supportive environment in which Mexican gifted students share experiences with intellectual peers and stimulate each others thinking and creativity. This results from providing students with a broad vision of an area of interest. Specifically, we provide a learning and supportive environment in which Mexican gifted students share experiences with intellectual peers and stimulate each others thinking and creativity. This results from providing students with a broad vision of an area of interest.

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Leo was 4 years old when he first started our program. Now he is an Orthopaedic Surgeon We have been guiding students through investigations and research processes, providing them with experiments in the latest up to date scientific advances. We apply and use a diversity of strategies for developing the students academic, communication, planning forecasting, creative and evaluation talents. We also work on diverse strategies and principles for developing the gifted childs self esteem. We have been guiding students through investigations and research processes, providing them with experiments in the latest up to date scientific advances. We apply and use a diversity of strategies for developing the students academic, communication, planning forecasting, creative and evaluation talents. We also work on diverse strategies and principles for developing the gifted childs self esteem.

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At the Universidad de los Niños We attain our goals by applying the principles of holistic education, and by producing a transfer effect of academic abilities to real life situations. We strongly focus on creating awareness and understanding of the behavioral characteristics of our gifted students and then nurture their talents. We attain our goals by applying the principles of holistic education, and by producing a transfer effect of academic abilities to real life situations. We strongly focus on creating awareness and understanding of the behavioral characteristics of our gifted students and then nurture their talents.

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Hands –on Science Experiments At the Universidad de los Niños we develop students potential through hands-on experience. The program is also designed to encourage the students to develop his/her individual potential while interacting with intellectual peers. At the Universidad de los Niños we develop students potential through hands-on experience. The program is also designed to encourage the students to develop his/her individual potential while interacting with intellectual peers.

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Strengths are Continously Developed Students are identified focusing on their special strengths. Twice exceptional students, in many cases, find opportunities to develop their talents. Many times their giftedness will go unnoticed and unaccommodated in favor of attending to their learning deficits

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The Focus is on the Strenghts Twice exceptional students, who have clearly exceptional abilities in soma areas and weakneses in others, receive little or no attention on their remarkable strengths. These kids are gifted with learning disabilities. At our program all students get continous opportunities to work in their areas of strength. Twice exceptional students, who have clearly exceptional abilities in soma areas and weakneses in others, receive little or no attention on their remarkable strengths. These kids are gifted with learning disabilities. At our program all students get continous opportunities to work in their areas of strength.

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Advice for Twice Exceptional Students We focus on talents and give twice exceptional students the opportunity to participate in the workshops and develop their areas of strength. Theyre also encouraged to seek outside help to work on their disabilities. The following advise can help these twice exceptional students opportunities for success: A) the students need to understand they are not the only ones with those problems. Renowned personalities such as Thomas A. Edison and Nelson Rockefeller had difficulties in learning. Nevertheless, they reached their goals successfully. We focus on talents and give twice exceptional students the opportunity to participate in the workshops and develop their areas of strength. Theyre also encouraged to seek outside help to work on their disabilities. The following advise can help these twice exceptional students opportunities for success: A) the students need to understand they are not the only ones with those problems. Renowned personalities such as Thomas A. Edison and Nelson Rockefeller had difficulties in learning. Nevertheless, they reached their goals successfully.

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Advise for Guiding Twice Exceptional Students B) It is important to give the students alternative options for learning. If a child has difficulty writing he should be given the opprtunity to present the exam orally. They should be allowed to use a computer or a keyboard.. C) Individualized attention should be Considered for their areas of difficulty. Repetition is not the best method For teaching these children (Frostig &Maslow, 1973 Williams p.18). D) Students should not be allowed to force themselves beyond their capabilities. The child should be made aware of their problem. A child with whatever perception problems should be told about his disability. Children with ADD and with AHDD do well in our workshops. Bruno, Eduardo Tawil. B) It is important to give the students alternative options for learning. If a child has difficulty writing he should be given the opprtunity to present the exam orally. They should be allowed to use a computer or a keyboard.. C) Individualized attention should be Considered for their areas of difficulty. Repetition is not the best method For teaching these children (Frostig &Maslow, 1973 Williams p.18). D) Students should not be allowed to force themselves beyond their capabilities. The child should be made aware of their problem. A child with whatever perception problems should be told about his disability. Children with ADD and with AHDD do well in our workshops. Bruno, Eduardo Tawil.

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Advice for Twice Exceptional Students E. The students need to be given opprtunities to help others. They should help their classmates with homework or projects. These activities strengthen their self-esteem. F. They should have opportunities for success. It should always be done in a positive way. G. It is of utmost importance to give these students the opportunity to excell in their areas of strength. They should never be punished by taking away an activity in which they experience success. Frustration and anger can emerge and it obviously will not help them in their weak areas. H. The workload should be diminished and they should be given the time they need to complete the work. The child should not be punished for not completing work he cannot do. E. The students need to be given opprtunities to help others. They should help their classmates with homework or projects. These activities strengthen their self-esteem. F. They should have opportunities for success. It should always be done in a positive way. G. It is of utmost importance to give these students the opportunity to excell in their areas of strength. They should never be punished by taking away an activity in which they experience success. Frustration and anger can emerge and it obviously will not help them in their weak areas. H. The workload should be diminished and they should be given the time they need to complete the work. The child should not be punished for not completing work he cannot do.

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Our Specialized Program at the Universidad de los Niños F. Parents should never feel guilty for their childs failure. Children should be cherished as people with amazing capabilities. Or program offers a specialized workshops that focus on developing strengths in students. Students are allowed to experience the adult-like activities and they find an oasis of fun and entertaining learning at our workshops. Twice exceptional students, develop compensation strategies when participating equally in our workshops. F. Parents should never feel guilty for their childs failure. Children should be cherished as people with amazing capabilities. Or program offers a specialized workshops that focus on developing strengths in students. Students are allowed to experience the adult-like activities and they find an oasis of fun and entertaining learning at our workshops. Twice exceptional students, develop compensation strategies when participating equally in our workshops.

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NAGC PRESENTATION IN ATLANTA GA 2010 We teach science concepts through science hands -on experiments. Experiments are realistic and evoke real life situations. Students feel successful every time. Most gifted students with LD benefit from our program. They develop their self esteem and continuously compensate for their weaknesses. We teach science concepts through science hands -on experiments. Experiments are realistic and evoke real life situations. Students feel successful every time. Most gifted students with LD benefit from our program. They develop their self esteem and continuously compensate for their weaknesses.

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Strategies used in our Program that Develop Strengths in Twice-Exceptional Students Susan Winebrenner, in her article Teaching Strategies for Twice-Exceptional StudentsVol.38.No.3 January 2003 (pp ) Intervention in School and Clinic, gives advice on addressing twice exceptional students learning challenges. Therefore, parental involvement, which is a priority for our program,also offers a supportive environment which guides students into growing as individuals. Many have reached success in the academic, social and emotional areas. The testimonials of our alumni speak for themselves. The following list is advice Susan Weinbrenner offers as strategies in teaching gifted students with LD. We make a comparison on how we apply these strategies at our workshops. Susan Winebrenner, in her article Teaching Strategies for Twice-Exceptional StudentsVol.38.No.3 January 2003 (pp ) Intervention in School and Clinic, gives advice on addressing twice exceptional students learning challenges. Therefore, parental involvement, which is a priority for our program,also offers a supportive environment which guides students into growing as individuals. Many have reached success in the academic, social and emotional areas. The testimonials of our alumni speak for themselves. The following list is advice Susan Weinbrenner offers as strategies in teaching gifted students with LD. We make a comparison on how we apply these strategies at our workshops.

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Susan Winebrenners Advice What we use in our Program 1 Teach students to appreciate individual differences 2. Be aware that many students who have learning difficulties are global learners who prefer visual tactile-kinesthetic formats for learning success. 3. Always teach content by teaching concepts first and details second. 4. Teach students to set realistic short- term goals and take credit for reaching those goals, even if they represent only a partial amount of the entire task. 5. Teach in a way that ties learning with new content. 6. Immerse all the senses in learning activities. 7. Provide specific instruction in organizational techniques.Planning activities in Taylor Model of Intelligence. 8. Find and use available technology that will improve students productivity. (We strive for the latest up to date experiments). 9. Allow students to take test in separate, supervised environments so they can either read the test aloud to themselves or have someone else read it to them. How do we apply this? 1 Teach students to appreciate individual differences 2. Be aware that many students who have learning difficulties are global learners who prefer visual tactile-kinesthetic formats for learning success. 3. Always teach content by teaching concepts first and details second. 4. Teach students to set realistic short- term goals and take credit for reaching those goals, even if they represent only a partial amount of the entire task. 5. Teach in a way that ties learning with new content. 6. Immerse all the senses in learning activities. 7. Provide specific instruction in organizational techniques.Planning activities in Taylor Model of Intelligence. 8. Find and use available technology that will improve students productivity. (We strive for the latest up to date experiments). 9. Allow students to take test in separate, supervised environments so they can either read the test aloud to themselves or have someone else read it to them. How do we apply this?

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Twice Exceptional Students at the Universidad de los Niños 1 Teach students to appreciate individual differences. Each student participating gets individualized attention and particpates in adult like activities. When doing research and discovering their potential as well as their areas of interest, they get opportunities to discover their career orientation areas at an early age. 2. Be aware that many students who have learning difficulties are global learners who prefer visual tactile- kinesthetic formats for learning success. Our students learn through hands –on science activities and the visual tactile kinesthetic through science hands- on learning provides opportunities for success in the real world. 1 Teach students to appreciate individual differences. Each student participating gets individualized attention and particpates in adult like activities. When doing research and discovering their potential as well as their areas of interest, they get opportunities to discover their career orientation areas at an early age. 2. Be aware that many students who have learning difficulties are global learners who prefer visual tactile- kinesthetic formats for learning success. Our students learn through hands –on science activities and the visual tactile kinesthetic through science hands- on learning provides opportunities for success in the real world.

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More advice for twice exceptional students 3. Always teach content by teaching concepts first and details second. We teach content through hands-on experiments. Learning is experienced through each experiment. 4. Teach students to set realistic short- term goals and take credit for reaching those goals, even if they represent only a partial amount of the entire task. At the Universidad de los Niños children learn as young adults. There is no grade given. There are no exams and learners have an intrinsec motivation to learn. 3. Always teach content by teaching concepts first and details second. We teach content through hands-on experiments. Learning is experienced through each experiment. 4. Teach students to set realistic short- term goals and take credit for reaching those goals, even if they represent only a partial amount of the entire task. At the Universidad de los Niños children learn as young adults. There is no grade given. There are no exams and learners have an intrinsec motivation to learn.

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Strategies used at the Universidad de los Niños 5. Teach in a way that ties learning with new content. Each workshop is designed to cover one subject area and learning provides deep understanding of the subject area. Each experiment is part of a sequential theme or subject area and it introduces students to real life adult like research activities. 6. Immerse all the senses in learning activities. Immersion in science activities is how learning happens at the Universidad de los Niños. 7. Provide specific instruction in organizational techniques. Planning activities are part of deep understanding and learning. This takes place through the use of Intelligence models such as the Taylor Model. 5. Teach in a way that ties learning with new content. Each workshop is designed to cover one subject area and learning provides deep understanding of the subject area. Each experiment is part of a sequential theme or subject area and it introduces students to real life adult like research activities. 6. Immerse all the senses in learning activities. Immersion in science activities is how learning happens at the Universidad de los Niños. 7. Provide specific instruction in organizational techniques. Planning activities are part of deep understanding and learning. This takes place through the use of Intelligence models such as the Taylor Model.

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We use the latest up to date experiments 8. Find and use available technology that will improve students productivity. We strive for the latest up to date experiments. 9. Allow students to take test in separate, supervised environments so they can either read the test aloud to themselves or have someone else read it to them. How do we apply this? We do not test the students because the environment offered is relaxed and productivity takes place. Students are given opportunities, through individualized attention, to understand and deepen into the subject area. Twice exceptional students get individualized attention.. 8. Find and use available technology that will improve students productivity. We strive for the latest up to date experiments. 9. Allow students to take test in separate, supervised environments so they can either read the test aloud to themselves or have someone else read it to them. How do we apply this? We do not test the students because the environment offered is relaxed and productivity takes place. Students are given opportunities, through individualized attention, to understand and deepen into the subject area. Twice exceptional students get individualized attention..

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Other Learning Disabilities Children with Asperger syndrome have problems with social, emotional and communication skills. Therefore, they cannot benefit from our program. A parent of one of these children insisted the child should participate in our workshops. Sadly, they are not designed to accommodate their special needs. Although we do emphasize on strenghts, their lack of communication, as well as diverse unusual sensory reactions, and lack of socialization skills, totally prevent them from participating in our workshops. Children with Asperger syndrome have problems with social, emotional and communication skills. Therefore, they cannot benefit from our program. A parent of one of these children insisted the child should participate in our workshops. Sadly, they are not designed to accommodate their special needs. Although we do emphasize on strenghts, their lack of communication, as well as diverse unusual sensory reactions, and lack of socialization skills, totally prevent them from participating in our workshops.

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Parents are Active Participants Parental involvement is also a priority and it leads to provide a supportive environment which guides students into growing as individuals. Many have reached success in the academic, social and emotional areas. The testimonials of our alumni speak for themselves. Parental involvement is also a priority and it leads to provide a supportive environment which guides students into growing as individuals. Many have reached success in the academic, social and emotional areas. The testimonials of our alumni speak for themselves.

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Success Story: Jorge Numata Students also gain confidence and recognition of personal talents and develop awareness of the importance of pursuing their educational goals. Many have turned into successful professionals and respected individuals with strong taproots our school provides. Jorge Numata earned his PhD and I was honored by the dedication of his Doctoral Thesis. He thanked his dad and me for introducing him into the world of science. He reached success and contribuited with his research to make a better world. Students also gain confidence and recognition of personal talents and develop awareness of the importance of pursuing their educational goals. Many have turned into successful professionals and respected individuals with strong taproots our school provides. Jorge Numata earned his PhD and I was honored by the dedication of his Doctoral Thesis. He thanked his dad and me for introducing him into the world of science. He reached success and contribuited with his research to make a better world.

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TESTIMONIALS FROM OUR STUDENT Yehuda Weiss Querida Raquel, Me has dado verdaderas najes (satisfacciones) de ver a Yehuda participando en La Universidad de los Niños. Me encanta todo lo que han estudiado contigo. ¡Realmente has sido muy importante en la vida de tantos niños! Felicidades (se vale decir que también estamos muy orgullosos de ti). Con cariño, Sarah Dear Raquel: You have given me many naches (satisfaction) to see Yehuda participate at the Universidad de los Niños. I love what the kids have studied and learned from you. You really have been very important to the lives of so many children! Congratulations (it is proper to say that we are very proud of you). Warmly, Sarah (Yehudahs mother) Querida Raquel, Me has dado verdaderas najes (satisfacciones) de ver a Yehuda participando en La Universidad de los Niños. Me encanta todo lo que han estudiado contigo. ¡Realmente has sido muy importante en la vida de tantos niños! Felicidades (se vale decir que también estamos muy orgullosos de ti). Con cariño, Sarah Dear Raquel: You have given me many naches (satisfaction) to see Yehuda participate at the Universidad de los Niños. I love what the kids have studied and learned from you. You really have been very important to the lives of so many children! Congratulations (it is proper to say that we are very proud of you). Warmly, Sarah (Yehudahs mother)

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Testimonials from Parent Lourdez Delgado ¡Hola Raquel! Gracias por el video, creo que es un bonito testimonio del trabajo que realizas. Aprovecho para informarte que Arturo entró a un curso universitario a nivel nacional de corto-metrajes. Difícil porque tenía que transmitir un mensaje en 20 segundos. El tema era Acciones sustentables para un futuro mejor. Su tema fue el reciclaje de pilas. El creó una pila en 3D y ganó el 3er. Lugar. Puedes verlo en YouTube. Se titula Memorias de una Pila. Además ya participó en el trabajo final de edición de una película de dibujos animados que se estrenará en México próximamente. Se llama Triple A, la Película. Es de luchas. Su nombre estará en los créditos. Cuando vuelvo los ojos al pasado y a todos los problemas vividos con Arturo, y veo estos logros, no puedo menos que agradecer con todo mi corazón a todos los que cariñosamente lo acompañaron y alentaron para que el aprendiera a descubrir y confiar en sus capacidades y en su talento. Gracias por haber sido parte de su vida! Lourdes Delgado Hi Raquel, Thanks for the video. I think it is a beautiful testimonial of the work you do. I am taking this chance to tell you that Arturo has entered a short-feature film university competition. It was hard, because he had to convey a 20 second message. The subject was Sustainable Actions for a Better Future. His subject was battery recycling. He created a battery in 3D and won 3 rd place. You can see it on YouTube. It is titled Triple A, The Movie. Its about wrestling. His name will be among the credits. When I turn my eyes to the past and all the problems experienced with Arturo, and see these achievements I can´t help but thank with all my heart all those who accompanied and encouraged him so that he could learn to trust his abilities and his talent. Thanks for having been a part of his life. Lourdes Delgado (Arturos mother). ¡Hola Raquel! Gracias por el video, creo que es un bonito testimonio del trabajo que realizas. Aprovecho para informarte que Arturo entró a un curso universitario a nivel nacional de corto-metrajes. Difícil porque tenía que transmitir un mensaje en 20 segundos. El tema era Acciones sustentables para un futuro mejor. Su tema fue el reciclaje de pilas. El creó una pila en 3D y ganó el 3er. Lugar. Puedes verlo en YouTube. Se titula Memorias de una Pila. Además ya participó en el trabajo final de edición de una película de dibujos animados que se estrenará en México próximamente. Se llama Triple A, la Película. Es de luchas. Su nombre estará en los créditos. Cuando vuelvo los ojos al pasado y a todos los problemas vividos con Arturo, y veo estos logros, no puedo menos que agradecer con todo mi corazón a todos los que cariñosamente lo acompañaron y alentaron para que el aprendiera a descubrir y confiar en sus capacidades y en su talento. Gracias por haber sido parte de su vida! Lourdes Delgado Hi Raquel, Thanks for the video. I think it is a beautiful testimonial of the work you do. I am taking this chance to tell you that Arturo has entered a short-feature film university competition. It was hard, because he had to convey a 20 second message. The subject was Sustainable Actions for a Better Future. His subject was battery recycling. He created a battery in 3D and won 3 rd place. You can see it on YouTube. It is titled Triple A, The Movie. Its about wrestling. His name will be among the credits. When I turn my eyes to the past and all the problems experienced with Arturo, and see these achievements I can´t help but thank with all my heart all those who accompanied and encouraged him so that he could learn to trust his abilities and his talent. Thanks for having been a part of his life. Lourdes Delgado (Arturos mother).

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Testimonial from our Student Jorge Numata Hi Raquel, Thanks for the video. It brought back some very nice memories. I want to tell you that I am in the process of earning my doctorate degree. I am very happy because after four years of trying, the algorithms to calculate protein entropy are finally working. I will always have everything you taught me present in my life, as well as that infinite curiosity that you instilled in us. Above all I keep the feeling that this curiosity can be satisfied! – But only gradually. Curiously, I have learned over the past years that in science it is counterproductive to immediately want to have the answer, and be sure that the answer is right. The problem of scientific education in schools is that they leave you with the feeling that everything in science is well understood, and that if you substitute the correct variables with the correct units in the equations, you will always obtain the correct answer. One would believe that everything works in science. In reality a scientists job is to clarify what doesnt work, the phenomena that are not well understood. That is why curiosity and insecurity about the answers must last for a long long time, for many years. I send you lots of kisses. Jorge Numata Hi Raquel, Thanks for the video. It brought back some very nice memories. I want to tell you that I am in the process of earning my doctorate degree. I am very happy because after four years of trying, the algorithms to calculate protein entropy are finally working. I will always have everything you taught me present in my life, as well as that infinite curiosity that you instilled in us. Above all I keep the feeling that this curiosity can be satisfied! – But only gradually. Curiously, I have learned over the past years that in science it is counterproductive to immediately want to have the answer, and be sure that the answer is right. The problem of scientific education in schools is that they leave you with the feeling that everything in science is well understood, and that if you substitute the correct variables with the correct units in the equations, you will always obtain the correct answer. One would believe that everything works in science. In reality a scientists job is to clarify what doesnt work, the phenomena that are not well understood. That is why curiosity and insecurity about the answers must last for a long long time, for many years. I send you lots of kisses. Jorge Numata

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FROM JORGE NUMATA: PHD CONFORMATIONAL ENTROPY FROM MOLECULAR SIMULATIONS:STATISTICAL MECHANICS USING TOOLS OF INFORMATION THEORY THIS THESIS IS ALSO DEDICATED TO RAQUEL BRONSOLER, MY SCIENCE AND MATH TEACHER AS A CHILD AND TEENAGER. I THANK HER FOR NURTURING MY CURIOSITY IN SUCH A NICE AND FUN WAY.